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102086 Designing Teaching & Learning 2H 2017

Assignment 2: APST and QT Analysis Template

Section 1: Australian Professional Standards for Teachers

Evaluate the lesson plan according to the following Australian Professional Standards for
Teachers. Only standards directly addressed in Designing Teaching & Learning that are
relevant to this assignment have been included. However, this does not mean the other
standards are irrelevant to lesson planning and evaluation more generally.

Evaluation score 1 (poor) to 5 (excellent)

Comments incl. evidence for evaluation score (2 sentences)

1 Know students and how they learn

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1 2 3 4 Comments: This lesson plan does not cater to students from diverse linguistic,
5 cultural, religious and socio economic backgrounds because the entire lesson
is watching two individual speakers on YouTube from two different
backgrounds. In saying so, the entire lesson will be in English as it is the
language used in the classroom.

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students
1 2 3 4 Comments: This lesson in no way addresses the strategies to teach Indigenous
5 students. It shows equality but not equity.

1.5 Differentiate teaching to meet the specific learning needs of students across the full range
of abilities
1 2 3 4 Comments: According to the lesson plan, every single student in the class is
5 given the same task to complete based on the two speeches by Martin Luther
King Jr and Richard Gill.

1.6 Strategies to support full participation of students with disability

1 2 3 4 Comments: This lesson plan does not cater for anyone with learning
5 disabilities. However, this information is not known whether the class consists
of any students with disabilities.

2 Know the content and how to teach it

2.2 Content selection and organisation
1 2 3 4 Comments: The content chosen is varied which is good because students see
5 the videos by two very different individuals coming from two different
backgrounds.

2.3 Curriculum, assessment and reporting

1 2 3 4 Comments: It covers the syllabus which requires students to respond to and
5 compose increasingly sophisticated and sustained texts for understanding,
interpretation, critical analysis, imaginative expression and pleasure. It
covers the curriculum, but the assessment is a singular task which is the same
for everyone.

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2.6 Information and Communication Technology (ICT)

1 2 3 4 Comments: The use of ICT is clearly evident with the use of the internet to
5 access YouTube and screen videos to the class.

3 Plan for and implement effective teaching and learning

3.1 Establish challenging learning goals
1 2 3 4 Comments: The learning goal is clearly stated that the lesson looks at the
5 effects of different text structures and language features.

3.2 Plan, structure and sequence learning programs

1 2 3 4 Comments: The lesson plan is set out well detailing what the teacher expects
5 to do in the lesson. Starting with the discussion and video until the
assessment. The lesson plan is designed to take place over two periods but it
does not break down what is to be done in the first period and the second
period. The lesson plan gives out the structure of what the lesson will be but
does not specify what is to be done in each period.

3.3 Use teaching strategies

1 2 3 4 Comments: It does have some strategies like the teacher giving instructions
5 and having a lesson goal, as to what the outcome of the lesson should achieve.
3.4 Select and use resources
1 2 3 4 Comments: The resources used could have had a variety of other videos.
5 Currently it has only two videos.

4 Create and maintain supportive and safe learning environments

4.1 Support student participation
1 2 3 4 Comments: The lesson plan states that a discussion is to take place amongst
5 students. The teacher also askes volunteer students for their initial findings on
the two people chosen for the video.

4.2 Manage classroom activities

1 2 3 4 Comments: This lesson plan includes discussions as part of the classroom
5 activities. It also has videos which the students will watch.
4.3 Manage challenging behaviour
1 2 3 4 Comments: Clearly, there are no strategies to tackle challenging behaviour in
5 this lesson plan. The teacher has not specified in the lesson plan what is to be
done if she is faced with challenging behaviour.
4.4 Maintain student safety
1 2 3 4 Comments: The lesson caters for students to be safe but it does not specify
5 any particular safety precautions.

4.5 Use ICT safely, responsibly and ethically

1 2 3 4 Comments: The lesson plan outlines the use of ICT to view the required
5 videos safely, responsibly and ethically.

5 Assess, provide feedback and report on student learning

5.1 Assess student learning
1 2 3 4 Comments: The choice of assessment to assess student learning should have
5 more options. The students are not given any choice, basically they are told to

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do a particular task which they must undertake.

5.2 Provide feedback to students on their learning
1 2 3 4 Comments: The Venn diagram that identifies the similarities and differences
5 is a great discussion starter. This will provide students a feedback on their
understanding of the videos.

Section 2: NSW Quality Teaching Model

Evaluate the lesson plan according to the following NSW Quality Teaching model elements.

Evaluation score refer to NSW QTM Classroom Practice Guide for each element
Comments incl. evidence for evaluation score (2 sentences)

1 Intellectual quality
1.1 Deep knowledge
1 2 3 4 Comments: This refers to pedagogy focused on producing deep
5 understanding of important, substantive concepts, skills and ideas. Such
pedagogy treats knowledge as something that requires active construction and
requires students to engage in higher-order thinking and to communicate
substantively about what they are learning. The discussion, before the start of
the videos and the discussion after the Venn diagram requires deep knowledge
by the students.

1.2 Deep understanding

1 2 3 4 Comments: In order to have deep understanding, students need to demonstrate
5 a profound and meaningful understanding of central ideas and the
relationships between and among those central ideas. The Venn diagram is a
great example of this.

1.3 Problematic knowledge

1 2 3 4 Comments: According to the Quality Teaching model scale, students are
5 encouraged to address multiple perspectives and/or solutions and to recognise
that knowledge has been constructed therefore is open to question. Students
are given multiple perspective via the two different videos.

1.4 Higher-order thinking

1 2 3 4 Comments: Students are engaged in thinking that requires them to organise,
5 reorganise, apply, analyse, synthesise and evaluate knowledge and
information. Students apply high order thinking during the Venn Diagram and
during their assessment.
1.5 Metalanguage
1 2 3 4 Comments: One of the main objective of this lesson is to identify and explore
5 language features. This lesson looks at that aspect.

1.6 Substantive communication

1 2 3 4 Comments: According to the scale, students are regularly engaged in
5 sustained conversations about the concepts and ideas they are encountering.
These conversations can be manifest in oral, written or artistic forms. This
lesson starts off with discussion before the video and another discussion takes

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place after viewing the video.

Quality learning environment

2.1 Explicit quality criteria
1 2 3 4 Comments: Students are not provided explicit criteria for the quality of work
5 they are to produce especially in reference to assessment.
2.2 Engagement
1 2 3 4 Comments: This lesson plan might appeal to some students but might not
5 appeal to all. Students that learn through visual will be engaged whilst those
that do not learn through visual might find the lesson boring.

2.3 High expectations

1 2 3 4 Comments: High expectations of all students was not communicated and no
5 conceptual risk taking is encouraged or rewarded.

2.4 Social support

1 2 3 4 Comments: No information is present on whether the classroom is free of
5 negative personal comment or put downs. No mention on support apart from
group discussions.

2.5 Students self-regulation

1 2 3 4 Comments: The task set is to ensure students demonstrate autonomy and
5 minimal attention to the disciplining and regulation of student behaviour is
required.

2.6 Student direction

1 2 3 4 Comments: In this lesson plan, students exercise no direction over the
5 selection of activities.
3 Significance
3.1 Background knowledge
1 2 3 4 Comments: The lesson plan does not state whether it build from students
5 background especially in aspects of their personal lives

3.2 Cultural knowledge

1 2 3 4 Comments: This lesson plan does not incorporated the cultural knowledge of
5 diverse social groups. It does not incorporate any Indigenous material but
looks at African American, Martin Luther King Junior.

3.3 Knowledge integration

1 2 3 4 Comments: This lesson plan demonstrates links between and within the
5 subjects and key learning areas.

3.4 Inclusivity
1 2 3 4 Comments: The lesson includes the participation of all students across the
5 social and cultural backgrounds represented in the classroom.

3.5 Connectedness
1 2 3 4 Comments: This particular lesson shows a connectedness to school
5 knowledge that students can use in real life contexts.

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3.6 Narrative
1 2 3 4 Comments: The use of both the speeches shows the content is used to enrich
5 students understanding.

Section 3: Identifying Areas for Improvement

Identify the two APST standards and two NSW QT model elements you are targeting for
improvement.

APST
1) Manage Challenging behaviour 2) Assess student learning
QT model
1) High Expectation 2) Explicit Quality Criteria

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Lesson Plan (Simplified for DTL)

Topic area: Stage of Learner: Stage 5 Syllabus Pages: 4-8

English
Date: Location Booked: Lesson Number: 1 /2
21/09/2017 Classroom
Time: Total Number of students 25 Printing/preparation
60 min Worksheets
Laptops/IPad
Knowledge on different text
types
Book to write in and pens
Access to internet to watch
YouTube.

Outcomes Assessment Students learn about Students learn to

6

Responds to and composes
increasingly sophisticated
and sustained texts for
understanding,
interpretation, critical
analysis, imaginative
expression and pleasure
EN5-1A
interpret, analyse and
evaluate how
different perspective of
issue, event, situation,
individuals or groups are
constructed to serve specific
purposes in texts
(ACELY1742)
review, edit and refine
students' own and others'
texts for control of content,
organisation, sentence
structure, vocabulary,
and/or visual features to
achieve particular purposes
and effects
(ACELY1747,
ACELY1757)
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Lesson
Assessment Students Student:
responds to and
Engage personally with
Formal composes increasingly
texts.
Assessment via sophisticated and
Essay choices sustained texts for
Appreciate, explain and
understanding,
respond to
Discussions interpretation, critical
the aesthetic qualities analysis, imaginative
and the power of expression and
Informal Give a language in an pleasure EN5-1A
moving speech increasingly
about certain effectively uses and
sophisticated range of
social justice issue critically assesses a
plaguing school. A texts wide range of
choice of many processes, skills,
Develop and apply
issues. strategies and
contextual knowledge knowledge for
responding to and
Analyse and explain the composing a wide
ways language forms range of texts in
and features, different media and
ideas, perspectives and technologies EN5-2A
originality are used to
selects and uses
shape meaning. language forms,
features and structures
Analyse ideas,
of texts appropriate to
information, a range of purposes,
perspectives, contexts audiences and
and ideologies and the contexts, describing
ways they are presented and explaining their
effects on meaning
in increasingly EN5-3B
demanding, sustained i
maginative, informative effectively transfers
and persuasive texts. knowledge, skills and
understanding of
Explore real and language concepts
imagined (including into new and different
contexts EN5-4B
virtual) worlds through
close and wide reading
and viewing of
increasingly demanding
texts.
Understand and apply
knowledge of language
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forms and features

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Indigenous Studies (Stan Grants moving speech Students are completing a unit on speeches to
about the environment and Indigenous people on identify and explore the purpose and effects of
YouTube) different text structures and language features.

Sustainability (Stan Grants speech on the Students will have prior knowledge of types of
environment and its impact on Indigenous people. texts and their purpose.

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Time Teaching and Organisation Centred

learning actions T/S
Intro Recap Teacher: Asks for volunteers who want to Teacher
Students are contribute towards the conversation.
asked about the
different text Student: settle in and prepare for the videos.
5 mins types and the
purpose they Resources:
serve. A small
discussion takes
place and
examples are
given. Instruction
is given that at
the end an
assessment is to
follow.
Body Teacher: Teacher asks students to use their devices Teacher
Students research to research on the three speakers.
about the
5-7mins speakers. Student: Takes out either laptop or IPad and begins
the search.

Resources: IPad and Laptops

Discussion Teacher: Asks for volunteers who want to Teacher
A discussion contribute about their findings.
5 mins follows after the
class has Student: Students participate in class discussion.
researched on the
speakers. Resources: Pen and paper
They record their
initial findings.
Worksheet Teacher: Hands out worksheet to students to go over Teacher
and read.
5 mins A work sheet is
provided to Student: Reads the worksheet
students to go Resources: Worksheet
over which has
the speech in text
form.
Teacher: observes who is focused on the video Teacher
9 mins Martin Luther
King Juniors Student: watch the video
Speech I have a
dream is played. Resources:
https://www.youtube.com/watch?v=I47Y6VHc3Ms

IPad and smartboard screen

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13 mins Richard Gills Teacher: Observes students. Walks around to make Teacher
speech is played sure everyone is focused

Students: watch the video

Resources:
https://www.youtube.com/watch?v=HeRus3NVbwE

2 min A quick Teacher: Asks questions Teacher

discussion on the
videos so far Student: answers questions
Resources: none
9 mins Stan Grants Teacher: Plays the video and looks for any Teacher
speech on misbehaviour
Indigenous value Student: pays attention to video
of lives and the Resource:
environment. https://www.youtube.com/watch?v=eA3UsF8yyho

Conclusion A recap of Teacher: A recap of what the purpose of the video Teacher
whats been was. Students work in groups on the Venn diagram.
10 mins covered today. Students are told about the assessment.
A Venn diagram Student: Group work. Students choose their
with discussion assessment questions and participate in the
in groups. discussion via the Venn Diagram.
Explanation of Resources: Books and pens
the assessment
choices and
students pick
their assessment
and inform the
teacher what they
intend to do. Let
the students
know the teacher
has high
expectations
from the
assessment.

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How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

ACELY1742 Formative assessment during discussion of research

EN5-1A Formal assessment at the end which would be due in a

day or so.
ACELY1747, Students prepare a speech to read about a current
social justice issue they are passionate about.
ACELY1757

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Academic Justification

The original lesson plan for English was too ambiguous. The lesson was to be taken in two parts,

over two periods yet the lesson plan did not state which bit was to be taken during which period. It

gave a broad overview of the lesson plan. There was scope for improvement especially with

managing challenging behaviour, high expectation, explicit quality criteria and assessing student

learning.

Standard 1.2.1 and Standard 1.2.2 were addressed by incorporating the additional component of

assessments and adding another video. According to Weimer (2011), giving students some choice

about which assignments they will complete or letting the students decide how much the

assignments will count in grading scheme are learner centred strategies that help develop student

responsibility for learning. Students were given a wide range of options to choose from for their

assessment enabling them to have a little control over their learning. Once the assessments have

been graded it is important to provide individualised feedback and not just a generalised comment.

The original lesson plan did not specify any strategies to manage challenging behaviour so in the

new lesson plan has the teacher pausing for short discussions in between videos. The teacher also

observes and moves around during the video as to observe that everyone is focused on their task.

Charles (2007), states that advocating a classroom environment characterised by positive

communications, warmth and support and one that is likely to enable productive, enjoyable

activities to occur hence, the discussions amongst peers and with the teacher. Another major

preventive discipline for classroom is inclusivity. Arthur-Kelly (2006), claims that a possible

solution is to plan for diversity, variety and versatility in your lessons. By incorporating an

additional video by an Indigenous person, the lesson can cater for this as well.

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The second area that needed change was assessing student learning. Teachers are advised to use a

number of assessment techniques (Haney & Madaus, 1989). The lesson plan has the direct

observation technique where the teacher observes the students whilst they are working in groups

and whilst watching the video. At the end of the lesson, students choose their assessment which is

performance based. This refers students to a variety of tasks and situations in which students are

given opportunities to demonstrate their understanding and applying knowledge, skills and habits of

mind in a variety of contexts.

The third aspect of the lesson plan that was changed was the high expectation. The lesson plan did

not explain or specify the expectation of what was to be achieved. So the modified lesson plan has

specified in the beginning of the high expectations of all students which are communicated, and

conceptual risk taking is encouraged and rewarded. Teachers must convey confidence in their

students by letting them know that they believes in them and use positive language. According to

the Highly Effective Teacher, teachers must convey their confidence in their students, give them

opportunities to contribute and give specific feedback to enhance learning.

Another important implementation was the addition of another video by Stan Grant, a recognised

Indigenous person. This video connects with the cross curriculum and shows the power of text and

audio closer to home. This is important because it represents a diverse range of texts and caters to

the diversity of the classroom. Differentiated classrooms is a valuable concept to study ways of

catering for individual differences. A teacher provides specific ways for each individual to learn as

deeply as possible (Tomlinson, 1999). In this aspect the teacher provides equity and not equality.

The final major change in the lesson plan was the explicit quality criteria. Quality learning

environment refers to pedagogy that creates classrooms where students and teachers work

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productively in an environment focused on learning. The lesson plan did not state whether an

explicit criteria was given to students but the modified plan focuses on that when assessments are

chosen by students. The assessment task set for the students should provide explicit criteria for the

quality of work students are expected to produce and those criteria are reference points for

assessing student work. The teacher provides explicit criteria for what is to be produced and the

criteria turns out to be a regular reference point for the development and assessment of student

work like in the modified lesson plan.

The lesson plan was modified to make it more interesting and entertaining for students. It was used

to show inclusivity and cater for cross curriculum areas like Indigenous education. The areas that

the original lesson plan was weak in got modified so that the latter plan had more strengths. The

teacher must be responsible in making sure every individual student in her class meets the learning

outcomes. Ignacio Estrada once said, if a child cannot learn the way we teach, maybe we should

teach the way they learn. The lesson plan was modified in order to teach students and as teachers it

is our responsibility to make sure everyone learns.

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References

Clark, M., & Pittaway, S. (n.d.). Classroom Management. In Marsh's Becoming a Teacher (6th ed., pp.

211-224).

English K-10 Syllabus. (2017, September 17). Retrieved from

https://syllabus.nesa.nsw.edu.au/assets/englishk10/downloads/englishk10_s5.pdf

Haney, W., & Madaus, G. (1989). Searching for alternatives to standardised tests: Whys, whats and

whethers. Phi Delta Kappan.

Quality Teaching Framework. (n.d). Retrieved September 17, 2017, from

https://fwpsstage5.wikispaces.com/quality_teaching-framework

Quality Teaching to support the NSW Professional Teaching Standards. (n.d). Retrieved September

11, 2017, from http://www.kincumber-

p.schools.nsw.edu.au/documents/10079662/10085935/quality_teaching_framework.pdf

Weimer, M. (2011, June 21). A Role for Student Choice in Assessment. Retrieved September 17,

2017, from https://www.facultyfocus.com/articles/teaching-professor-blog/a-role-for-student-

choice-in-assessment/

What does it mean to have high expectations for your students. (n.d.). Retrieved September 17, 2017,

from http://thehighlyeffectiveteacher.com/what-does-it-mean-to-have-high-expectations-for-your-

students/

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Webbly Link: http://mehnaazkhan79.weebly.com/

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